January Leadership:Creating and Sharing Knowledge
MTL MeetingJanuary 2010 Pandora Bedford
Astrid FossumLaura MalyCynthia Rodriguez
Developed by the Milwaukee Mathematics Partnership
(MMP) with support by the National Science Foundation.
Learning Intentions To connect the characteristics of
effective leadership with the components of Fullan’s Framework and your personal goal(s)
To understand the different types of knowledge
To develop structures that will encourage the sharing of knowledge
Success Criteria
By the end of this session, you will be able to create a new setting that is conducive to learning and to sharing the learning
Assignment Review Take out your notes from pp. 72-73
“Things to Discuss with Others”
Find a partner sitting near you
Decide who will take on each role:Role 1 – ListenerRole 2 – Speaker
Assignment Review
Share the feedback from p. 72 with your partner. How can you sustain your effective
leadership characteristics? How can you improve on your
ineffective leadership characteristics?
Building Academic Vocabulary In your MTL notebook, complete
steps 2 and 3 of Marzano’s vocabulary process for the term “Tacit Knowledge”
Be sure to self-assess your current understanding of the term using a 1-4 scale
Building Academic Vocabulary Let’s play Balderdash
We are going to show you a definition, and your table team must choose the correct term
Raise the correct index card when you’ve made your decision
Knowledge
Words and numbers that can be communicated in the form of data and information
a. Explicit knowledge
b. Tacit knowledge
c. Datamation knowledge
Knowledge
Skills, beliefs, and understanding that are below the level of awareness
a. Explicit knowledge
b. Tacit knowledge
c. Sub-cranial knowledge
Knowledge
Something not easily visible and expressible
a. Explicit knowledge
b. Tacit knowledge
c. Ghost knowledge
Knowledge
Highly personal and hard to formalize, making it difficult to communicate or share with othersa. Explicit knowledge
b. Tacit knowledge
c. Plaid Pajama Pants knowledge
Knowledge
Subjective insights, intuitions, and hunches
a. Explicit knowledge
b. Tacit knowledge
c. Psychic knowledge
Knowledge
Deeply rooted in an individual’s action and experience
a. Explicit knowledge
b. Tacit knowledge
c. “I’ve done that too” knowledge
Knowledge
Ideals, values, or emotions that a person embraces
a. Explicit knowledge
b. Tacit knowledge
c. Hug Me knowledge
Accessing Tacit Knowledge
Nonaka and Takeuchi (1995) say, “The sharing of tacit knowledge
among multiple individuals with different backgrounds, perspectives, and motivations becomes the critical step for organizational knowledge creation to take place. The individuals’ emotions, feelings, and mental models have to be shared to build mutual trust”. (Fullan p.118)
Building Academic Vocabulary Refer to your MTL notebook, complete
step 5 of Marzano’s vocabulary process for the term “Tacit Knowledge”
Be sure to add new information to your description and illustration and to re-assess your current understanding of the term using the 1-4 scale
Creating a Culture of Sharing
1. Start with moral purpose, key problems, and desirable directions - but don’t lock in; allow room for exploration and contribution.
2. Create communities of interaction around these ideas.
3. Ensure that quality information infuses interaction and related deliberations.
4. Look for promising patterns; consolidate gains and build on them. (Fullan p.120)
A Culture of Sharing Activity Choose a partner One person will read the Ford
scenario on pp. 124-125 The other person will read the
scenarios on pp. 127-129 (BP, Army, Bechtel)
Each person will need to identify and share the elements from p. 120 in their scenario
Creating a Culture of Sharing
1. Start with moral purpose, key problems, and desirable directions - but don’t lock in; allow room for exploration and contribution.
2. Create communities of interaction around these ideas.
3. Ensure that quality information infuses interaction and related deliberations.
4. Look for promising patterns; consolidate gains and build on them. (Fullan p.120)
Education Scenarios
Examine the two scenarios with your group
Determine what type of knowledge is being shared in each scenario
Education Scenario Based on the topic in the previous
scenarios, each table needs to create a new scenario where both explicit and tacit knowledge can be accessed and shared
Make the scenario realistic for your school setting
Knowledge is a Social Phenomenon
People are more likely to change through a process of see-feel-change than through a process of analyze-think-change. The role of the leader is to create a process that helps people see new possibilities that engage their emotions and thus change behaviors or reinforce changed behavior.
(Fullan p.121)
Revisit Your Personal Goal
Take out your personal leadership goal
Make revisions as necessary
Add new steps that incorporate what you have learned about “Creating and Sharing Knowledge”
February Assignment
Continue to work on your personal leadership goal
Bring back a written description of a meeting or professional development session that you will facilitate in the next month that encourages the creation and sharing of both explicit and tacit knowledge